资源简介

(共46张PPT)
Unit 3 Family life
Period 4 Speaking & Writing
牛津深圳版 九年级上
Learning objectives
After learning this lesson, you can:
1.通过对话和图片，能够根据语意理解提供、接受和拒绝的表达。通过采访问答记录表了解对方的家务劳动情况，能够加深对家庭劳动的认识。（学习理解）
2.口语对话练习，能够根据表格中的关键信息提示词进行采访提问、记录和口述，归纳总结，表达他人的家务劳动情况，进行篇章语言输出。（应用实践）
3.能通过关键词提示信息，展开合理想象，完成一篇介绍自己家庭生活的文章，树立人与家庭和谐幸福生活的意识。（创新迁移）
Lead in
Helping others is helping ourselves.
So, what to say if you want to offer some help for others
Background:
Jane and Amy are cleanning the classroom.
Jim is coming to offer some help for them.
Jane refuses his help, while Amy accepts his help.
Offering, accepting and refusing help,
How to express
Talk time
Jim
Jane
Amy
Offering, accepting and refusing help
refusing help
accepting help
offering help
Talk time
Read the conversation after the recording.
Talk time
A1 Joyce is doing some housework at home. Tony offers to help. Practise their conversation in pairs.
Hello Joyce, you look busy. Anything I can do to help
Thanks, but I’m all right.
Come on. Let me give you a hand.
No, thanks. I can manage.
If you want, I could wash the dishes.
Wash the dishes Oh, that would be good. Thanks a lot.
Tony
Joyce
Talk time
1. Tony offered to help Joyce three times. What did he say to offer help
A2 Answer these questions.
Anything I can do to help
Let me give you a hand.
If you want, I could wash the dishes.
Talk time
2. Joyce refused Tony’s offers twice. What did she say to refuse his offers
A2 Answer these questions.
Thanks, but I’m all right.
No, thanks. I can manage.
Talk time
3. Joyce accepted Tony’s third offer. What did she say to accept his offer
A2 Answer these questions.
Oh, that would be good. Thanks a lot.
Talk time
Summary
Offering help
Can/May I help you (with…)
What can I do for you
Can I give you a hand
Do you need any help
Is there anything I can do (for you)
Is there anything you want/need
Shall I help you
Anything I can do (to help) (informal)
Need a hand (formal)
May I assist you (formal)
Useful sentences:
Summary
accepting help
Useful sentences:
Yes, please. Could you…
Oh yes, that would be nice/lovely/helpful.
Indeed you could, thank you. (formal)
Well, if you wouldn’t mind…
Well, now that you ask, you could…
Oh, that would be good. Thanks a lot.
既然
Summary
refusing help
Useful sentences:
That’s ok. I can handle it myself.
No, there’s no need.
Thanks, but I’m all right.
No. Everything’s OK.
Thanks, but I can manage.
Thanks for asking, but everything’s under control.
No, don’t worry.
Exercise
accepting help
连连看。
refusing help
offering help
Well, if you wouldn’t mind…
Oh yes, that would be nice/lovely/helpful.
Indeed you could, thank you. (formal)
That’s ok. I can handle it myself.
Thanks, but I can manage.
Thanks, but I’m all right.
Is there anything you want/need
Need a hand (formal)
Discussion
Speak up
Discuss the questions with your classmates.
What do you usually do at home
Do you help with the housework at home
B1 In groups, ask your classmates the questions below and tick ( ) the appropriate boxes. For the last question, he/she should write short notes.
Speak up
There are five students in our group.
One student prepares meals. Four students don’t prepare meals.
Two students wash the dishes. Three students don’t wash the dishes.
…
…student(s) does/do some other types of housework such as dusting, watering the plants, …
...
B2 Report your group’s results to the class.
Speak up
Writing
广州市越秀区教育局
Learn some sayings about family.
There is a skeleton in its cupboard.
家家有本难念的经。
East or west, home is the best.
。
金窝银窝，不如自家的草窝。
Family is like a nest, which is warm and safe.
家就像一个窝，温暖而安全。
The only true happiness in the world is that a family can work closely together. --- Madame Curie
一家人能够相互密切合作，才是世界上唯一的真正幸福。
Lead in
Can you talk about your family according to the mind map
Lead in
Writing
A You are going to write a short article about your family life.
Take notes using the ideas below or your own ideas.
1 the people in my family
2 our possessions
3 housework
4 what my family do together
5 rules
6 what I like and do not like about my family
members
possessions
housework
activities
rules
feelings
be so lucky to have a big/ happy/...family.
We are a big/small family. There are...
I like my family because...
support each other/ have a close relationship.
广州市越秀区教育局
Members
Pre-writing
Useful expressions:
How to introduce your family members
Possessions
Pre-writing
Useful expressions:
We have a lot of personal possessions (such as...)
There aren’t many possessions in... but we have…
I really like our big house with enough rooms for everyone.
I have to/don’t have to share…with…
How to describe your possessions
Housework
Pre-writing
Useful expressions:
be(not) expected to do/ help with the housework.
take on the responsibility for...
enjoy doing sth.
How to express whether you do the housework
How to express the housework you like to do
Activities
Pre-writing
Useful expressions:
enjoy spending... (doing...) together
It’s our tradition to...
have different kinds of activities
enjoy each other’s company
How to introduce your family activities
Useful expressions:
Rules
Pre-writing
(don't) set (strict) rules for...
should/be supposed to...
can't...unless...
be not allowed to...
How to express the rules in your family
happy and loving
annoyed and unhappy
Feelings
stressed and upset
Pre-writing
Useful vocabularies:
supportive and warm
Brief introduction
Body part
Summary
广州市越秀区教育局
Members
Possessions
Family
life
Housework
Activities
Rules
Feelings
Content
Structure
Topic
Give a topic sentence.
Provide some supporting details.
Restate the topic sentence.
Writing
Structure of the article
Only stay together during weekends or holidays... Still, we are close. （开心）
I am so lucky that I have a happy family. There are my parents, my cat and me. We have a very close relationship.
广州市越秀区教育局
Brief introduction
Giving a topic sentence
Writing
We don’t have a lot of possessions, but I really like our small house. It makes us feel loving and warm. We always cook and eat dinner together at home. This provides us with a chance to communicate with each other.
Giving supporting detail ①
Body part
Writing
After dinner, everyone is expected to do the housework. I often help to take the rubbish out and sweep the floor. Being able to help with the housework makes me feel proud and love my family more.
Body part
Giving supporting detail ②
Writing
广州市越秀区教育局
Besides, we like spending weekends visiting my grandparents. We really enjoy each other’s company.
Giving supporting detail ③
Body part
Writing
It happens. Disagreements. Rules are too strict.
No going out for me today(哭脸)
广州市越秀区教育局
My parents set some rules for me. For example, I can't go out with my friends unless I finish my homework. In addition, telling lies is never allowed in our home. Though the rules are strict, they have helped me become better and better in many ways and I am thankful to my parents.
Giving supporting detail ④
Body part
Writing
广州市越秀区教育局
Unable to spend too much time together. Yet, I love you a lot.
Although sometimes my parents may nag (唠叨) me, I still love them best because they always support me. For me, family is like a nest, which is warm and safe.
Summary
Restating the topic sentence
Writing
I am so lucky that I have a happy family. There are my parents and me. We have a very close relationship.
We don’t have a lot of possessions, but I really like our small house. It makes us feel loving and warm. We always cook and eat dinner together at home. This provides us with a chance to communicate with each other. After dinner, everyone is expected to do the housework. I am supposed to take the rubbish out and sweep the floor. Being able to help with the housework makes me feel proud and love my family more. Besides, we like spending the weekends visiting my grandparents. We really enjoy each other’s company.
My parents set some rules for me. For example, I can't go out with my friends unless I finish my homework. In addition, telling lies is never allowed in our home. Though the rules are strict, they have helped me become better and better in many ways and I am thankful to my parents.
Although sometimes my parents may nag me, I still love them best because they always support me. For me, family is like a nest, which is warm and safe.
My family life
A topic sentence
Supporting
details
①
②
③
Restatement of the topic sentence
Writing
每个人的家庭生活都不尽相同。那么，你的家庭生活是什么样子的呢？
请你根据以下内容提示，以“My family life”为题，写一篇80词以上的英语短文，向大家介绍一下你的家庭生活。
【内容提示】
（1）你的家庭成员；
（2）你在家里需要担负的责任；
（3）你家里成员之间的关系。
Exercise
Step 1: 激活词汇
你能想起与短文有关的学过的词汇吗？试一下吧！
1. 对某人要求严格
2. 帮着做家务
3. 去旅行
4. 和某人分享某物
5. 关系亲密
be strict with sb.
help with the housework
take a trip
share sth with sb
have a close relationship
Guide
Step 2: 精彩结构
运用以下结构，可以让你的文章更出彩哦。
1. there be…意为“（某地）有...”
【例】书桌上有一支钢笔。
There is a pen on the desk.
【译】我家有三个人。
Guide
There are three people in my family.
2. allow sb to do sth意为“允许某人做某事”
【例】我妈妈允许我周末上网。
My mother allows me to surf the Internet at weekends.
【译】 我父母从不允许我晚上太晚回家。
Guide
My parents never allow me to come back home too late at night.
Step 3: 谋篇布局
本文是谈论自己的家庭生活，根据内容提示，文章可分为五段，每段分别讲述_________、______ 、 _________ 、 _________ 和“我”的感受，内容应作适当拓展；文章宜采用___________（时态）来写，主语为第一人称。构建文章时注意合理运用已学过的词汇。
家庭成员
家规
家庭活动
Guide
家庭关系
一般现在时
My family life
There are five people in my family. They are my grandparents, my parents and me.
My family has a big TV, two computers, a car and a big house. In my family, my mother does the most housework. I sometimes help with the housework. My parents are strict with me. They never allow me to come back home too late at night. They also don’t allow me to play computer games from Monday to Friday. We often take a trip together at the weekend and share ideas with each other.
I feel lucky and I love my family. My family members have a close relationship and we support and love each other.
Example
B Use your notes in A and the introduction below to write your article.
Writing
We are a small family. There are _________ people in my family. They are ______________________________________________.
All family members are close to each other. ___________________
__________________________________________________________________________________________________________________________________________________________________We are a happy family.
three
my mum, my dad, and me
possessions in my family: a new computer, a mobile phone and an ipad... I always help my parents with the housework. Our family often go out to take trips together…
I have the most
Homework
Finish the writing exercise paper.
Anything that is worth doing is worth doing well.
Reflection
谢谢
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单 元 整 体 教 学 设 计
一、单元基本信息
学科 英语 年级 九年级上学期
使用教材 沪教牛津（深圳·广州·沈阳）版
单元名称 Unit3 Family life
二、单元教学规划
单元主题及主要内容分析
单元主题分析： 本单元的主题是“家庭生活”，对应课标中的“人与社会”这一主题语境以及“社会服务与人际沟通”这一主题群。 单元内容分析： 本单元的主题是人与社会，涉及的话题是“不同学生的家庭生活方式”，通过多模态形式的语篇，如表格、图片、对话、描写Emily和Jerry的家庭成员、私人物品、家务劳动、家庭活动、家规、家庭关系以及Alisha写给Bod的信件等预测主要阅读文本的内容，呈现了不同学生的不同家庭生活细节。 整个单元分为Getting ready，Reading，Listening， Grammar， Speaking， Writing， More practice，Study skills及 Culture corner九个部分。每部分的内容都有兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：（1）介绍不同学生在城市里的家庭生活；（2） 如何提供、接受和拒绝帮助；（3）描述做多少家务；（4）如何与家长沟通 ；（5）如何制定规则。通过单元话题的学习，了解不同学生的生活方式，理性处理生活中遇到的问题。根据不同的阅读目的，运用阅读策略获取信息。鼓励学生开展小组活动，增强合作意识；引导学生在学习过程中利用可视化思维工具分类整合信息，提高学习效率。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：Family life单元教学内容 Family life单元教学内容语篇语篇类型语篇内容语篇主题一 Family life in cities 说明文（读、写）Emily和Jerry的家庭成员、私人物品、家务劳动、家庭活动、家庭规则、家庭关系方面的信息。学习在城市里不同人的家庭生活及个人信息的表达二 Alisha’s email 说明文（读、写）介绍埃及女孩Alisha的个人信息和家庭信息学习介绍自己的个人和家庭信息三 Family members 对话（听）介绍家庭成员信息学习如何表达介绍家庭成员信息四 Ask and answer 问答（说）学会向别人提问是否做不同类型的家务劳动学习询问是否做家务劳动并总结的表达五 My family life 说明文（读、写）介绍自己的家庭生活学会表达个人的家庭生活内容六 How to communicate with your parents 说明文（读）学习如何与家长沟通并给出建议学习与父母沟通的方法
表二：Family life单元大观念： 核心素养的综合表现： 学完本单元后，学生能够掌握家庭生活方式、提供接受或拒绝帮助和解决问题建议的表达，以听说读写看等方式来描述自己或他人的家庭生活方式，以及写出理性解决问题建议的说明文。此外，根据不同的阅读目的，运用阅读策略获取信息。
学情分析
（一）自然情况 本课授课对象为九年级学生,大部分学生英语基础较好,小部分学生对英语学习存在畏惧感。因此，在课堂教学中，事实性问题主要留给这部分学生回答。增加其对英语学习的成就感，而分析性问题则以同伴或小组活动的形式由学生共同完成锻炼团队合作能力。 （二）已有基础 (1)学生对“生活方式”的话题比较熟悉，对自己生活的方式也有一些粗略的感知。 (2)学生已经基本掌握了课内词汇并能理解系动词的基本用法和祈使句的基本句型。约有70%的学生可以准去表达Do型祈使句的肯定与否定形式。 （三）存在问题
(1)学生对表达家庭生活和如何理性解决问题的方式比较陌生，对本课时的学习稍有影响! (2)学生程度参差不齐，接受能力有快有慢，不利于新知识的推进! (3)在语言知识方面，小部分学生对运用连系动词来表达自己的观点，以及重点句型I suppose...和Sb. have/has trouble (in) doing sth.的掌握不到位，尤其是在对话中的使用不太熟练。 (4)在语言技能方面，学生缺乏良好的记笔记习惯，学习较为被动。 （四）解决措施 (1)加强课前普及，督促学生做好课前准备，进一步熟悉家庭生活和解决问题的概念 (2)注重课下培优补差，不断缩小学生之间的差异。 (3)注重课堂练习，尤其是对话练习，小组合作练习! (4)多提醒学生及时整理笔记，多谅解记笔记的好处，随着时间的推移，学生便会养成自觉的记笔记的好习惯!
单元学习目标
1.学习运用目标短语和句式help with, expect to do sth.，have (no) interest in来介绍不同学生在不同城市的家庭生活方式。 2.能够用目标语言和比较策略总结和表达Emily和Jerry在家庭生活中的差异。同时，能够表达自己的家庭生活，增强对不同家庭生活的认识和了解。 3.能够用目标语言学习和掌握连系动词的结构、种类和用法，并能够进行语言输出表达自己的观点和看法。 4.通过对话，归纳总结出提供、接受和拒绝帮助的表达方式；能够通过采访家务劳动实际情况，并口头报告记录结果来。 5.能够掌握提出问题和解决问题的目标语言和句式表达；能够通过对不同场景规章制度的讲解，培养学生了解如何获取关键信息的能力；能够通过对世界上最长的族谱的介绍，激发对家庭历史和族谱的兴趣和求知欲。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading I 阅读课 第一课时 运用目标文章介绍Emily和Jerry的不同的家庭生活。
Reading II& Listening 阅读课 听力课 第二课时 运用目标文章介绍Alisha的家庭生活。此外，通过家庭成员的对话，了解家庭成员之间的关系。
Grammar 语法课 第三课时 运用对话，教会学生如何使用连系动词
Speaking & Writing 对话课 写作课 第四课时 运用对话，教会学生如何提供、接受和拒绝帮助。
More practice & Culture corner 阅读拓展课 第五课时 运用说明文的形式，给出如何与父母沟通的建议。
评价方式
1.交流式评价（灵活）通过课堂上提问和回答、对话、口头测验等方式评价。 2.选择式评价（效率高）通过选择题、正误判断题、匹配题、填空题等评价。 3.论述式评价（展现思维）通过论述题、解答题等评价，涉及理解、分析、应用等概念性的知识。 4.表现性评价（成本高）评价学生技能、能力的表现，表现分作品、行为、过程。作品：如考察报告、研究报告、论文、诗歌、思维导图、概念图等。行为：如使用显微镜、角色扮演、演讲、演奏乐器等。 加强表现性评价的应用，是我国中高考命题改革的基本方向，也是当前素养导向评价改革的着力点。
作业设计
这份作业是在学生学完了Unit 3布置完成的。学生在本单元学习了如何表达家庭生活方式、如何理性解决问题建议的句型，以及系动词的用法、Do型祈使句的肯定句和否定句形式。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三个任务，达成复习目标。
作业内容 作业目标 设计意图
基础巩固：单词接龙。第二个单词的首字母必须是第一个单词的最后一个字母，以Unit3单词为主，看谁接的单词最多。第一个单词为abroad。每一轮，可以换第一个词。 复习巩固Unit3的单词 改变机械抄写和记忆单词的枯燥乏味，让学生在游戏中学习单词。
能力提升：1. 利用思维导图，将本单元所学的表达家庭生活的句子进行分类整理。2.利用思维导图，写一篇表达如何与父母良好沟通的建议短文。 对Unit3的内容进行话题整合式复习。 锻炼学生整合信息的能力，提升思维品质。
拓展延伸：完成Unit3学习的综合练习 检测学习效果 检测学习效果
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit 3 Family life第四课时教学设计
本单元第四课时 Speaking & Writing
语篇研读
本节课是本单元的第四课时，是口语课和写作课。重点是训练学生能在语篇对话中用自然地道的语音语调表达提供、接受、拒绝帮助的句子，以及根据所提供的短语，展开合理想象，完成一篇介绍自己家庭生活的文章。 【what】本节课的语篇涉及了两组对话、采访问答、一篇短文。Talk time中的对话是Jane和Amy还有一位女生以及Tony和Joyce之间关于提供、接受、拒绝帮助的对话，要求学生注意总结提供、接受和拒绝的对应表达。Speak up部分的对话是小组讨论采访的形式并做记录，询问对方是否参与家务劳动并把记录的结果向班级同学报告。Writing部分是根据笔记中的关键提示信息和已给的文章框架，写一篇关于你自己家庭生活的短文。 【why】通过多语篇训练，学生能够根据语意掌握表达提供、接受、拒绝帮助的句子；能够通过采访的形式，做记录并且口头报告他人的家务劳动情况；能通过关键词提示信息，展开合理想象，完成一篇介绍自己家庭生活的文章，树立人与家庭和谐幸福生活的意识。 【how】Talk time 部分引导学生归纳如何表达提供、接受、拒绝帮助的句子。突出语境中，如何 礼貌地回应帮助。Speak up部分，让学生互相采访和、记录和分享他人的家庭劳动内容，加深对家庭生活的具体认识。Writing部分，通过关键提示信息，判断需要描写的文章内容。接着将文章补充完整，并注意词性的转换和时态的使用。最后展开合理想象，续写主要内容。
学情分析
九年级阶段的听说部分，主要是学习不同主题和场景下的表达。对话的场景是在教室、家庭中，因此是学生比较熟悉的语言场景，口语部分的内容在本单元第一、第二课时有认真学习，因此学生会比较容易接受。写作部分的故事创编是有一定难度的，主要是体现在用准确的语言表达上。
教学目标
单元教学目标 课时教学目标
通过对话，归纳总结出提供、接受和拒绝帮助的表达方式；能够通过采访家务劳动实际情况，并口头报告记录结果来 锻炼学生的合作能力和个人口语表达能力；能用已提供的关键提示信息，完成一篇介绍个人家庭生活的文章。 1.通过对话和图片，能够根据语意理解提供、接受和拒绝的表达。通过采访问答记录表了解对方的家务劳动情况，能够加深对家庭劳动的认识。（学习理解） 2.口语对话练习，能够根据表格中的关键信息提示词进行采访提问、记录和口述，归纳总结，表达他人的家务劳动情况，进行篇章语言输出。（应用实践） 3.能通过关键词提示信息，展开合理想象，完成一篇介绍自己家庭生活的文章，树立人与家庭和谐幸福生活的意识。（创新迁移）
教学重难点
教学重点： 掌握提供、接受和拒绝帮助的表达。 教学难点： 写一篇文章介绍你的家庭生活。
教学方法
英语教学活动观，情境式教学
教学工具
PPT课件，多功能白板，教案
教学流程图
教学过程
教学目标 教学活动及互动方式（时间） 设计意图 效果评价
通过对话和图片，能够根据语意理解提供、接受和拒绝的表达。通过采访问答记录表了解对方的家务劳动情况，能够加深对家庭劳动的认识。（学习理解） 口语对话练习，能够根据表格中的关键信息提示词进行采访提问、记录和口述，归纳总结，表达他人的家务劳动情况，进行篇章语言输出。（应用实践） 任务一：Lead in T：Helping others is helping ourselves. So, what to say if you want to offer some help for others 任务二：Talk time T: Jane and Amy are cleaning the classroom. Jim is coming to offer some help for them. Jane refuses his help, while Amy accepts his help. Offering, accepting and refusing help, How to express Joyce is doing some housework at home. Tony offers to help. Practise their conversation in pairs. 3. Summarize the rules of offering, accepting and refusing help. 任务三：Speak up T: In groups, ask your classmates the questions below and tick ( ) the appropriate boxes. For the last question, he/she should write short notes. 两人一组，根据表格中的内容进行采访问答，并做记录。 采访者根据记录，进行口头报告。 任务一：引出这节课的Talk time话题，为后面的教学做铺垫，起到承上启下的作用。 任务二：Talk time中的对话帮助总结提供、接受和拒绝帮助时要如何正确表达。 任务三：Speak up中的几个步骤，让学生对他人有更多的了解，通过表格可以让同学们对家务劳动有更深刻的认识，小组活动，训练学生用所学目标语言分享知识的能力。 邀请学生进行小组讨论，要求声音洪亮，无发音错误。小组代表进行回答，回答的学生加小组考核分1分。 分析整合信息，学会灵活运用。以小组形式进行讨论，小组代表回答，加小组考核集体分5分，要求：注意正确表达归属类别，不能出现一处，否则，考核分减1分 小组进行讨论之后，邀请每组学生进行Pair-work展示，要求声音洪亮，无表达错误，站在不同的角度尊重个体差异。展示的学生加小组考核个人分1分。
能通过关键词提示信息，展开合理想象，完成一篇介绍自己家庭生活的文章，树立人与家庭和谐幸福生活的意识。（创新迁移） 任务四：Writing Learn some sayings about family. Can you talk about your family according to the mind map You are going to write a short article about your family life. Take notes using the ideas below or your own ideas. 1 the people in my family 2 our possessions 3 housework 4 what my family do together 5 rules 6 what I like and do not like about my family Summarize some useful expressions in each part. Topic, content and structure of the article. 根据以上关键提示信息，根据个人情况，补充句子。 We are a small family. There are _________ people in my family. They are ________________________ ______. All family members are close to each other. _______ _________________________________________________________________________________________________________________________________We are a happy family. 任务四：Writing中的一系列活动，逐步的向学生展示个人家庭生活的文章结构及句式表达，培养学生根据关键提示信息写文章的能力。 小组进行讨论之后，邀请每组学生进行Pair-work展示，要求声音洪亮，无发音错误，站在不同的角度尊重个体差异。展示的学生加小组考核个人分1分。
口语课评价量表
Group ________ Great (5分) Just OK (4分) Try harder (3分）
Content: closely related to the topic (紧扣话题)
Speaking: pronunciation & intonation (语音语调）
Confidence (自信）
Intotal (总分）
写作课评价量表
Checklist Stars
Structure three paragraphs (beginning, body, ending)
Content: why (experiences)
how (supporting details)
topic sentences
Language: be strict with sb. help with the housework take a trip share sth with sb have a close relationship
PS:（作文通用修改符号：优美句子~，漏词∧ ，错词O，去掉/）
课时教学板书设计
课时作业设计
作业内容 作业目标 设计意图
基础题： 与同学对话，练习表达自己要提供、接受和拒绝帮助。 巩固本节课的句子表达内容。 培养英语的语感，以及当众表达的口语能力
提高题： 采访一个同学，写一篇关于对方做家务劳动的口头汇报 丰富本节口语课的实际运用 培养学生积累口语交际的话题内容
拓展题： 根据思维导图，写出他人的家庭生活。 巩固本节课的文章结构和写作要点。 培养学生的目标语言表达能力。
课后反思（实施后填写）
本课我们小组活动调查组内成员做家务的情况，并向全班同学汇报调查结果，这一活动给学生提供了一个互相合作和开口表达的机会。同时学生们也掌握了提供帮助以及接受与拒绝帮助的表达方法。学生能模仿教室提供的作文案例的结构拟写出自己作文的写作提纲，然后运用本单元所学的词汇、语法等语言知识，写一篇介绍自己家庭生活的短文。
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